小学英语牛津译林版五年级上册Unit 1 Goldilocks and the three bears教案设计

Unit 1 Goldilocks and the three bears

Period 2

【教学目标】

知识目标：

1．进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；

2．进一步巩固并掌握四会句型：There is … There are…

能力目标:

1．学生能够准确运用故事中出现的新词汇；

2．学生能够熟练掌握There be…句型描述某处存在某样东西；

3．学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法；

4．学生能够完成Fun time中的任务。

情感目标：

让学生体会到亲自设计家居的乐趣。

【教学重点】

对词汇和句型的学习和运用。

【教学难点】

根据所描述的对象正确运用There be…句型。

【教学准备】

1．教师准备：PPT，一硬一软两个玩具熊，板书。

2．学生准备：复习Story time，熟读、会复述，会合作表演。

【教学过程】

1．Review the story

I’ll give you some sentences. You just to judge if it is true or false. 带领学生说一说true和false

2．Learn the words Brain storm

T: Big hands for yourself! In this story, there’re three bears. But in our classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。They’re here! Let's say hello to them.

Ss: Hello, bears!

T: Are these bears the same? Ss: No, they aren’t.

T: They’re different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 学生试着描述一下两只玩具熊。

T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。

S1: It’s very hard．

T: Yes. How about the white one? Is it hard too?

S2: No, it’s soft.   T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）

3．Look and learn

T: I have some pictures for you. Try to tell me which is hard, and which is soft.

S: _________ is hard．________ is soft.

4．The opposite.

T: Hard and soft, they’re antonym. What is the antonym word of hot?  S: Cold．

学生练习学过的反义词，以此引出：

T: What about ‘behind’?  Ss: In front of.

（复习词组in front of）

5．Look and answer   PPT显示图片

T: Where is the baby bear?  S: It’s in front of the mother bear.

T: Now, where is the baby bear? S: It’s beside the mother bear.

T: Now, where is the baby bear? (Teach: between)

Ss: It’s between the father bear and the mother bear. 全班说到个别说。

T: Look, I am standing between XX and XXX.

Do you understand me? Can you say something like this?  学生模仿老师说出自己在谁和谁的中间。

6．Grammar time( too 的运用)

1) Look and say

2) Look and complete

7．Grammar time (There be…句型)

1) Think and say

T: OK. Grammar

2) The usage of There is / are…

3) Follow me, there is, there are. 教师带读。

4) First, let’s think and say. Tell me, what’s in the forest? What’s on the table? You may say: There is / are … You can choose any pictures you like.

5) S: There is / are … 学生选择书上的喜欢的图片用There be…句型描述, 教师板书句型。

6) T: Look at these four sentences. Let’s read them together. 适时提醒缩写There’s / There’re 的用法。Who can tell me the difference between ‘there is’ and ‘there are’? You can discuss in pairs first. 学生同桌间讨论区别。T: OK. What’s your opinion? Let’s listen.学生可以用中文总结他们发现的规律。

7) Look and write

Welcome to the bears’ house! Look! There ____ a picture of them ____ the wall. There _____ a table in the house. There _____ some honey ____ the table. There _____ two balls _____ the table. There ______ a toy car ______ two balls. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like their house?

学生完成后利用幻灯片集体核对答案。

8．Fun time

1) T: After visiting the bears’ house, Goldilocks feels very sorry, so she writes a letter to the bears.

Dear Bear Family,

Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends!

Goldilocks

Do you think that they can be friends? Will the bears be happy to get this letter?  Ss: Yes.

T: So the bears are coming. This is Goldilocks’ house. What’s in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上内容。

2) T: Who can come here to show your picture to us, and talk about it?  请学生上台介绍图画内容。

教师及时反馈。

9．Homework

1) Draw a picture of your room and talk about it in the next English class.

2) Finish the exercise book.

3) Recite the new words and the story.

【板书设计】

Unit1 Goldilocks and the three bears (Grammar time & Fun time)

This soup is too hot / cold．

This bed is too hard / soft.

There is …

There are …